You may have heard your son/daughter speak about Tribes in our classroom. The Tribes Learning Community process, also known as Tribes TLC®, promotes social and academic development by creating a positive learning environment through the use of active learning groups in the classroom. Each group consists of around four members who undertake many classroom activities collaboratively. The Tribes® are intended to stay together over the long term and to lead to the development of social skills and resilience among team members.
Program Content and Components: The Tribes®group development process focuses on both resiliency and the stages of human development. Implementation includes a step-by-step process to achieve specific learning goals. Four guiding principles, called ‘agreements’, are honored:
1)Attentive listening:Involves paying close attention to one another’s expression of ideas, opinions and feelings; to check for understanding and letting others know they have been heard. All of these are teachable social skills and involve maintaining eye contact, withholding your own comments, paraphrasing key words to show you’ve been listening and using body language, listening with your ears, your eyes and your heart.
2)Appreciation/no put downs: Aims to develop a sense of self-esteem and self-worth through appreciation and recognition of each other’s gifts and talents.
3)Mutual respect: To ensure that cultural values, beliefs and needs will be considered and honored. Students learn to respect individual skills, talents, and contributions.
4)The right to pass: Each person has the right to choose the extent to which she or he will share in a group activity. Choosing the right to pass means that the person prefers not to share information or feelings or to actively participate in the group at a particular moment. Being a silent observer is still a form of participation and can lead to greater learning.
Students learn a set of collaborative skills so they can work well together in long-term groups (Tribes®). The focus is on how to:
help each other work on tasks
set goals and solve problems
monitor and assess progress
celebrate achievements ( Adapted from Jeanne Gibbs, Tribes®Learning Communities 2001)
I have implemented Tribes into my previous classrooms and curriculums and have found it to be extremely effective in creating a positive and safe environment for my students. My past students have intrinsically lived by the rules/principles, and loved working in their individual Tribes®. I also use the "Bucket Filling/Appreciation Statements"...it compliments the Tribes® philosophy very well.
Communication on your child’s progress:
Open communication between home and school is extremely important. Please do not hesitate to contact me with any questions or concerns. I will contact you from time to time by phone, or on your child’s agenda about your child’s progress, be it successes or areas of development.
You may contact me by calling the school (658-5393) and leaving a message. I will call you back at the end of the school day, or you may send a note in your child’s agenda, or email me @ maryjo.murphy@nbed.nb.ca.
Thank you in advance for your support! I look forward to a successful year with your child!
Kindest regards,
Mme Mary Jo Murphy
Grade 6 French Immersion and Post-Intensive French Teacher
Barnhill School 506-658-5393
Week of June 11th to June 15th, 2013: Mme Murphy's Grade 6 Homeroom
1) Language Arts:
2) Math:
3) Science:
4)Social Studies:
5)Health:
6) Technology:
7) Music:
8) Physical Education:Bring Gym clothes
9) Art:
10) French (Post Intensive French):
15 minutes of reading, television or radio daily. Please see far below for additional websites.
Greetings Parents and/or Guardians!
Your son/daughter is strongly encouraged to do 15 minutes per evening of French reading/and or exposure to the French language (i.e. computer/TV,etc). Please find the attached link to valuable websites to help foster ongoing development for your son or daughter in French as a second language!
Sincerely, Mary Jo Murphy (FI Teacher Grade 6 and 7, Post-Intensive French (PIF)
LUNCH ORDERS-. All orders with payment are due to the homeroom teacher before 8:30 am on Thursday mornings. Orders received after this time are unable to be filled. Thanks DANCE: If you have any song requests for the next dance, you can email Mr. Savoie at**djsdogg@gmail.com**. Make sure you give him the name AND artist. Next dance will be announced shortly. HAT DAY TOMORROW 1$***
Week of June 11th to June 15th 2013:
Grade 6 FRENCH IMMERSION SCIENCE ONLY:
Unit #3: Savoir-Veux Savoir-Appris for ALL units. Write down 10 things you learned from each unit, share them in your TRIBE members.
GRADE 7 FRENCH IMMERSION SCIENCE ONLY:
Savoir-Veux Savoir-Appris for ALL units. Write down 10 things you learned from each unit, share them in your TRIBE members.
French (PIF): Please see below (Websites to help develop French as a second language!)
PIF (Post-Intensive French Grad 6- Mme Mary Jo Murphy):
Greetings Parents and/or Guardians!
Your son/daughter is strongly encouraged to do 15 minutes per evening of French reading/and or exposure to the French language (i.e. computer/TV,etc). Please find the attached link to valuable websites to help foster ongoing development for your son or daughter in French as a second language!
Sincerely,
Mary Jo Murphy
(FI Teacher Grade 6 and 7, Post-Intensive French (PIF)
Welcome to Mme Murphy's website!
Dear Parents/Guardians,
What is Tribes®?
You may have heard your son/daughter speak about Tribes in our classroom. The Tribes Learning Community process, also known as Tribes TLC®, promotes social and academic development by creating a positive learning environment through the use of active learning groups in the classroom. Each group consists of around four members who undertake many classroom activities collaboratively. The Tribes® are intended to stay together over the long term and to lead to the development of social skills and resilience among team members.Program Content and Components: The Tribes®group development process focuses on both resiliency and the stages of human development. Implementation includes a step-by-step process to achieve specific learning goals. Four guiding principles, called ‘agreements’, are honored:
1) Attentive listening:Involves paying close attention to one another’s expression of ideas, opinions and feelings; to check for understanding and letting others know they have been heard. All of these are teachable social skills and involve maintaining eye contact, withholding your own comments, paraphrasing key words to show you’ve been listening and using body language, listening with your ears, your eyes and your heart.
2) Appreciation/no put downs: Aims to develop a sense of self-esteem and self-worth through appreciation and recognition of each other’s gifts and talents.
3) Mutual respect: To ensure that cultural values, beliefs and needs will be considered and honored. Students learn to respect individual skills, talents, and contributions.
4) The right to pass: Each person has the right to choose the extent to which she or he will share in a group activity. Choosing the right to pass means that the person prefers not to share information or feelings or to actively participate in the group at a particular moment. Being a silent observer is still a form of participation and can lead to greater learning.
Students learn a set of collaborative skills so they can work well together in long-term groups (Tribes®). The focus is on how to:
I have implemented Tribes into my previous classrooms and curriculums and have found it to be extremely effective in creating a positive and safe environment for my students. My past students have intrinsically lived by the rules/principles, and loved working in their individual Tribes®. I also use the "Bucket Filling/Appreciation Statements"...it compliments the Tribes®
philosophy very well.
Communication on your child’s progress:
Open communication between home and school is extremely important. Please do not hesitate to contact me with any questions or concerns. I will contact you from time to time by phone, or on your child’s agenda about your child’s progress, be it successes or areas of development.
You may contact me by calling the school (658-5393) and leaving a message. I will call you back at the end of the school day, or you may send a note in your child’s agenda, or email me @ maryjo.murphy@nbed.nb.ca.
Thank you in advance for your support! I look forward to a successful year with your child!
Kindest regards,
Mme Mary Jo Murphy
Grade 6 French Immersion and Post-Intensive French Teacher
Barnhill School
506-658-5393
Class Schedule: Mme Murphy's Homeroom!
Homework
HOMEWORK : UPDATED DAILY (Mme Murphy's homeroom)
1) Language Arts:
2) Math:
3) Science:
4)Social Studies:
5)Health:
6) Technology:
7) Music:
8) Physical Education: Bring Gym clothes
9) Art:
10) French (Post Intensive French):
15 minutes of reading, television or radio daily. Please see far below for additional websites.
Greetings Parents and/or Guardians!
Your son/daughter is strongly encouraged to do 15 minutes per evening of French reading/and or exposure to the French language (i.e. computer/TV,etc). Please find the attached link to valuable websites to help foster ongoing development for your son or daughter in French as a second language!
Sincerely,Mary Jo Murphy
(FI Teacher Grade 6 and 7, Post-Intensive French (PIF)
Reminders &Special Announcements
LUNCH ORDERS-. All orders with payment are due to the homeroom teacher before 8:30 am on Thursday mornings. Orders received after this time are unable to be filled. Thanks
DANCE: If you have any song requests for the next dance, you can email Mr. Savoie at **djsdogg@gmail.com**. Make sure you give him the name AND artist. Next dance will be announced shortly.
HAT DAY TOMORROW 1$***
Week of June 11th to June 15th 2013:
Grade 6 FRENCH IMMERSION SCIENCE ONLY:
Unit #3: Savoir-Veux Savoir-Appris for ALL units. Write down 10 things you learned from each unit, share them in your TRIBE members.
GRADE 7 FRENCH IMMERSION SCIENCE ONLY:
Savoir-Veux Savoir-Appris for ALL units. Write down 10 things you learned from each unit, share them in your TRIBE members.
French (PIF): Please see below (Websites to help develop French as a second language!)
PIF (Post-Intensive French Grad 6- Mme Mary Jo Murphy):
Greetings Parents and/or Guardians!
Your son/daughter is strongly encouraged to do 15 minutes per evening of French reading/and or exposure to the French language (i.e. computer/TV,etc). Please find the attached link to valuable websites to help foster ongoing development for your son or daughter in French as a second language!
Sincerely,
Mary Jo Murphy
(FI Teacher Grade 6 and 7, Post-Intensive French (PIF)
Français: French Websites
Le Petit prince
www.webjunior.net
Lecture
http://franco.ca/
http://www.labandeasylvain.com/
http://www.nationalgeographic.fr/
http://www.radio-canada.ca/jeunesse/
http://www.radio-canada.ca/
http://www.canada.gc.ca/accueil.html
http://www.olympic.ca/fr/
http://www.tour-eiffel.fr/
http://www.poesie.net/enfants/
http://www.culture.fr/fr/sections/
http://canadiens.nhl.com/club/l_fr/index.htm
Travail de Grammaire
http://www.digitaldialects.com/French/Verbsinfinitive.htm
http://www.digitaldialects.com/French/VerbConj1.htm
http://www.digitaldialects.com/French/VerbConj2.htm
http://www.bbc.co.uk/languages/french/news/language_focus/
http://fog.ccsf.cc.ca.us/~creitan/grammar.htm
http://fran-lang.vaniercollege.qc.ca/prep/
Travail de Mots
http://www.digitaldialects.com/French/Vocwords2.htm
http://www.bbc.co.uk/languages/french/news/crossword/flash/
http://www.digitaldialects.com/French/Vocwords1.htm
http://www.bbc.co.uk/languages/french/living_the_dream/
http://www.motmelimelo.net/orthographe/oiouon/oiouoninter.htm
Écouter
http://www.iletaitunehistoire.com/
http://www.monjtquotidien.com/